I remember reading Albert Camus’ novel The Plague when I was in Year 9 as part of my secondary school English studies. Published in 1947, Camus’ book tells the story of a town caught in the grip of a deadly plague. Forced into quarantine, each person responds in their own way to the disease and the isolation. Some resign themselves to fate; some blame others and lash out; while others join forces to defy the threat and to care for one another. Written just after the Nazi occupation of France, The Plague is a powerful tale of resistance against an all-powerful enemy. 

One of the key aspects of Camus’ story which resonates with me today, is the consideration given to determining what kind of world the surviving townspeople wanted to rebuild once the gates of the city were opened again. I have been giving much thought to the kinds of classrooms we may wish to ‘rebuild’ as we begin a new year following two years of disruption. While the pandemic has brought with it a good deal of anxiety, dislocation, and uncertainty, it has also afforded educators the opportunity to reflect on their policies and practices in an effort to improve educational outcomes for students. It would be such a shame if the insights gleaned from the pandemic were forgotten, and life simply went back to the pre-COVID ‘normal’.  Why did some students flourish during remote learning and others struggle? To say that the more able students coped and the less able students did not cope as well, is an over-simplification. I think it had more to do with the quality of relationships, the effectiveness of communication, the ability to read and write, and the generation of the will and the thrill of learning.

Throughout the remote learning period, it became apparent that the most significant effect on student learning occurred when teachers became learners of their own teaching, and when students became their own teachers. Serious reflection enabled teachers to refine, clarify, simplify and change their approaches in order to encourage student engagement, independence and confidence. Relationships were undoubtedly crucial in mobilising capacities for deep learning while sustaining interest and challenge. Intelligent caring with an emphasis on self-reliance and collaboration, offered support which helped activate students’ coping strategies.

Reading and writing were found to be particularly essential disciplines in the remote learning context. For students who experience difficulties in these two related activities, learning in lockdown would have been a challenge. Limitations in both knowledge of words and knowledge of the world would also have impacted on a student’s ability to thrive during this time. Passive readers and writers who tend to do the majority of their reading and writing at school in order to comply with teacher-assigned tasks or simply to ‘get by’, were urged throughout lockdown to read and write for enjoyment and pleasure. Reluctant readers and writers who actively avoid these practices whenever possible, were encouraged to immerse themselves in texts of their own choosing and to write regularly. This emphasis on reading and writing, along with the enrichment of students’ vocabulary and knowledge of the world, will continue to be an important part of the literacy picture at Mount Carmel this year.

I’ll conclude with another memory of my time at school. In Year 11, I missed several weeks of Term 3 when I found myself in the role of carer, looking after my seriously ill mother.  Aside from memories of fear and apprehension, the wonderful support of my classmates combined with the confidence of my teachers, helped me cope with this challenge. The belief of my teachers was particularly empowering. Now, as we begin this 2022 school year, I hope that every student knows they are valued and feels most strongly the belief of their teachers that they can learn and thrive.

Clare Murphy
English Coordinator and Literacy Instructional Coach